The RTI model relates to differentiated instruction because both concepts encourage teachers to provide multiple avenues for student success. With differentiated instruction, teachers are encouraged to take a key concept and provide different styles of learning for their students, knowing that each student learns in a different way. It also encourages teachers to sometimes change their teaching style in order to reach the educational needs of each student every year. Within the RTI model, teachers are encouraged to understand these student differences, which may often times be from learning disabilities or behavioral needs. Because of this, they are encouraged to put an action plan in place for struggling students that provide alternative ways to learn concepts, in order to help that student achieve educational success.
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.
Differentiation during a lesson has now become an important part of behaviour for learning. Students need to be motivated and challenged at the same time during a lesson. This would greatly bring down the opportunity or chance for any sort of misbehaviour. Building on from the idea of lesson planning, a teacher has to be aware that they use positive and different use of questioning in the class to promote good quality thinking. (Rogers, 2015) To further highlight what Kyriacou (2009) states, there appear to be three central and crucial aspects to pupils’ engagement during a lesson.
Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real
Enables students to understand and monitor their own learning by enabling them to see how closely their own work matches a given goal. One of the benefit of formative assessment is that it can help students learn more about the goals for a given lesson, unit, or course. But another advantage is that it helps students to evaluate their own learning more effectively. High-quality formative assessment provides enough detail to give students a clear idea of what, why, and how they are to proceed as they continue to work on an assignment. However, such elaboration needs to be offered in manageable chunks so that students are not
Thus it can be said that formative assessment supports the expectation that all children can learn to high levels and poor performance students who has the lack of ability and therefore become discouraged and unwilling can benefit from it. While feedback generally originates from a teacher, learners are also supposed to play an important role in formative assessment through self-evaluation. Two experimental research studies have shown that students who understand the learning objectives and assessment criteria and have opportunities to reflect on their work show greater improvement than those who do not (Fontana and Fernandes, 1994). Students with learning disabilities who are taught to use self-monitoring strategies related to their understanding of reading and writing tasks also show performance gains
Many disciplines utilize different terminology to describe essentially the same process, which can add to confusion when selecting and implementing an active learning approach. These differences can be attributed to the disciplines they were promulgated from or the organization that they emanated from. Cooperative Learning Cooperative learning is an approach that involves a small group of leaners working together as a team to solve a problem, complete a task or accomplish a learning activity that will improve their understanding of the subject matter. Every member is responsible not only by the words but also for helping teammates learn (Artzt and Newman, 1990). Accordingly, in cooperative classrooms, the students are expected to help each other, to discuss and argue with sharing their ideas.it helps to assess each other’s current knowledge and fill in gaps in each other understands.
Reflective teaching is a process of self- assessment and self- observation. Through reflective teaching, the teachers can explore and discover their own ideas and practices, which can make the teachers more proficient and skilled in teaching. Teaching is an intricate and highly accomplished process, and teachers must implement self evaluation (reflection) to make learning effective. The paper highlights the importance of reflective teaching and its impact on pedagogical process as well as language learners. It focuses on the teacher’s ideas; classroom practices to make teaching more refine and acquire a rich experience by amending the drawbacks.
Whether it being traditional or contemporary, teachers have a various tactics such as rational arguments and creative ways (McBer, n.d.) to leave an impact on students and to influence them in bringing about positive outcomes. Petty (2009) supports the importance of teachers having an impact and influence on students and adds that effective teachers can first of all recognize the potential of the students. After recognizing the potential of students, teachers now should think analytically and conceptually as discussed earlier and develop a lesson plan that encourages students to reach their full potential or even challenging students to reach a higher level of learning. In addition, McBer (n.d.) and Petty (2009), share that there are informal ways of influencing students. When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles.
Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can